Learning to Labour: How Working Class Kids Get Working Class Jobs
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Cites background from "Learning to Labour: How Working Cla..."
...…anxiety, expressions of laddishness (e.g. via toughness, physicality, having a laugh, opposing authority, promiscuity) (Francis 2006; Stahl 2015; Willis 1977) and hyper-masculinity can exacerbate ‘anti-educational stances and often creates a particular barrier to the creation of legitimate…...
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...In contrast, and for reasons we shall explain later, players who were more able to ‘have a laugh’ with their education tutors and to enact their preferred masculine identities (revolving especially around the regular and systematic use of ‘banter’) in more relaxed, informal and social settings than those encountered in more formal learning spaces (Stahl and Dale 2013; Willis 1977) were more likely to comment positively upon their present-day experiences of education....
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...As an aspect of the laddish cultures commonly found in professional football, banter in educational settings was valued by players but it nevertheless impacted upon the range and kinds of masculine identity enactments permitted in those contexts (Smith 2007; Stahl and Dale 2013; Willis 1977)....
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...…20) As an aspect of the laddish cultures commonly found in professional football, banter in educational settings was valued by players but it nevertheless impacted upon the range and kinds of masculine identity enactments permitted in those contexts (Smith 2007; Stahl and Dale 2013; Willis 1977)....
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...Although multiple masculinities exist, and each are dynamic and constructed contextually and relationally (Stahl 2015), it is the dominant expression of so-called laddish cultures or behaviours which have been regularly shown to impact upon working-class males’ enactment of masculine identities in education (Smith 2007; Stahl and Dale 2013; Willis 1977)....
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12 citations
Cites background from "Learning to Labour: How Working Cla..."
...Learning to Labour (Willis 1977) has thus been described by Griffin (2005) as being about: …a group of 12 white working-class young men who rejected the possibilities of academic advancement offered by education, mobilising a counter-school culture based around the importance of ‘having a laff’, pride in working class, masculine, practical abilities, and a celebration of an assertive masculinity… (p.292) These ‘lads’ were more interested in ‘mucking around’ than in school work; they saw manual work as being ‘real jobs for men’ and therefore gaining qualifications was not important to them....
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...This began with the Thatcher Government’s Technical Vocational Education Initiatives (TVEI) and continues to the present day with the newly announced Specialist Diploma of the Labour Government....
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...Using data from the Labour Force Survey, the Labour Market Review 2006 points out that the early 1970s were characterised by relatively low unemployment, amounting to approximately 1 million jobless persons in the UK (about 4 percent of workers aged 16 or over) (National Statistics, 2006)....
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...However, while noting that unemployment rates vary among different sub-groups of the population in terms of gender, age, disability status, ethnic origin, qualification levels and previous occupation, the Labour Market Review 2006 points out that ‘unemployment rates for young people have been consistently higher than for those in older age groups....
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...However, of particular interest to this study, the Labour Market Review also points out that young people account for an increasing proportion of the unemployed total, and that people with no qualifications are more likely to be unemployed than those with qualifications, particularly if the qualifications are at higher levels of educational attainment....
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12 citations
Cites background from "Learning to Labour: How Working Cla..."
...(Willis, 1980, p. 1) To explain how class structures are simultaneously LM structures is to explain how LMs are, for example, horizontally and vertically segregated by class....
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12 citations
Cites background from "Learning to Labour: How Working Cla..."
...Mapping young people’s experience of cultural conflict, belonging and danger in the city There is a vast cumulative literature which identifies how youth subcultures have engaged in territorial disputes over neighborhood space and identity conflicts (e.g. Thorne 1995; Willis 1977)....
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References
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